grading and reporting
The teacher responsible for a student’s instruction in a particular class or program shall determine the student’s grade. That grade may not be changed without the teacher’s consent unless overruled by the Head of School.
K4 – Teachers use the Creative Curriculum which focuses on four major learning areas:
Social/Emotional, Cognitive, Language and Fine Motor Skills. The progress reporting is done as a narrative and also includes teacher comments from Art, Physical Education, Native Language and Music teachers.
K5-4th Grade Teachers utilize a report card that uses the following evaluation code:
A = Advanced: Indicates that your child consistently displays the behavior or skill above grade level expectation.
S = Secure: Indicates that your child displays the behavior or skill consistently.
D = Developing: Indicates that your child displays the behavior or skill with greater frequency but not consistently.
B = Beginning: Indicates that your child has begun to display the behavior or skill.
N = Not yet evident: Indicates that your child has not yet displayed the behavior or skill.
– = Not yet introduced: Indicates that your child has not been introduced to this skill at this point.
5th-8th Grade – Teachers utilize the following grading scale:
F 60 or below
reporting student progress
The ICS Board of Directors directs the establishment of a system of reporting student progress which includes written reports, opportunities for parent/guardian conferences with teachers and shall require all appropriate staff members to comply with such a system as part of their professional responsibilities.
The Head of School, in conjunction with appropriate staff members, develops procedures for reporting student progress which:
• utilize various and appropriate methods of reporting student growth, proficiency and/or degree of mastery of curriculum content, academic and behavioral benchmarks;
• ensure that both students and parents/guardians receive ample notice of unsatisfactory progress;
• clearly identify the points of access to information, including the timing of marking periods, progress reports and report cards.
The timely and regular use of progress reports, formative assessments, summative assessments, proficiency levels, report cards and other forms of tracking student progress serves to:
• promote a process of continuous evaluation of student performance for students, parents/guardians and teachers; and
• provide a basis for improving student performance. The ICS Board shall approve changes in the grading system.